Assignment 2: Collaborate with a Teacher and Evolve Their Practice
Introduction
Teacher Librarians play a critical role in the school environment by helping students to achieve information literacy skills. While direct contact with students is beneficial, the most efficient ways for Teacher Librarians to have their unique skills reach as many students as possible is through collaboration with classroom teachers and through the professional development of teachers. CASL explains that “as members of the school instructional team, teacher-librarians provide a leadership role in information literacy and work collaboratively with classroom teachers to ensure that literacy skills are integrated effectively into the instructional program” (p. 7).
In order to be information literate, students must have the opportunity to gather information from digital references resources. Students and teachers cannot simply be prompted to use digital reference resources without any support, as explained by British Columbia Ministry of Education (2002), “the Internet provides students and teachers with the ability to access large amounts of information quickly and easily. Turning this information into a valuable learning resource requires organization, planning, and careful selection of material” (p. 76). Riedling (2019) supports the idea that engagement on digital resources is imperative for our students’ development as information literate citizens but that “students do not learn these skills on their own and are often overwhelmed by the quantity of information retrieved as part of their research tasks” (p. 10). It is up to the Teacher Librarian to ensure students have the opportunity to develop the skills to use digital resources in their research, both by working directly with students and by supporting teachers in their professional development.
Image Retrieved From: Lalama, L. (2018, June 14). “Every student can learn, just not on the same day or in the same way.” The Montessori Message. https://montessorimessage.net/2018/06/14/every-student-can-learn-just-not-on-the-same-day-or-in-the-same-way/
When approaching proper use of digital reference sources with classroom teachers, Teacher Librarians may consider using the Concerns Based Adoption Model. Loucks-Horsley (1996) defined the CBAM as “a very well-researched model which describes how people develop as they learn about an innovation and the stages of that process” (p. 5). As educators, Teacher-Librarians are aware that “every student can learn, just not on the same day or in the same way” as quoted by George Evans (Lalama, 2018). Just as not all students can learn in the same way on the same day, not all teachers will be able to learn how to adopt an effective use of digital reference resources through the same interventions or on the same timeline. The Stage of Concern (Figure 1) and Level of Use (Figure 2) the teacher is on within the CBAM will help the Teacher Librarian to determine the appropriate intervention and supports. While using the CBAM to support teacher professional learning, “learning experiences evolve over time, take place in different settings, rely on varying degrees of external expertise, and change with participant needs” (Loucks-Horsley, p. 2). This paper will examine two teachers experiences regarding their use of digital reference resources in their teaching practices. Their Stages of Concern and Levels of Use will be identified to determine appropriate intervention strategies the Teacher Librarian can take to support the teachers in their professional development.
Figure 1: Stages of Concern
Figure 2: Levels of Use
Scenario 1: Nicole
Experience & Situation
Nicole is a first-year teacher who is teaching a grade 4 classroom. As a digital native, Nicole is comfortable using technology in her teaching and regularly integrates the classroom projector, iPads, laptops, and other technological resources into her lesson plans. Nicole takes an inquiry-based approach to her classroom instruction and has taken an interest in implementing Genius Hour into her plans for next term. However, Nicole is nervous about beginning another research project using technology, due to an incident that occurred with her students’ previous research project. Nicole had encouraged her students to find their information through Google searches. A student accidentally saw an inappropriate image in an ad on a website while searching for information on Google. The student’s parent complained to the principal. The principal had a meeting with Nicole and recommended she consult with the Teacher Librarian to learn more appropriate web-based reference resources. Nicole is not aware of the digital reference resources available to her through the school division. She has also not looked into many other options for digital reference resources and had assumed that her students would find the best information on Google. Nicole feels embarrassed about the incident from last term and is eager to improve her practice and learn about more appropriate web-based resources.
CBAM Stage of Concern
Nicole is currently on the Informational stage of concern regarding the use of online reference resources in her teaching practice. She recognizes that her use of digital reference resources has not been effective and has approached the teacher librarian to learn about how to use digital reference resources more effectively.
CBAM Levels of Use
Nicole is in the Preparation Level of Use. While she has already been using Google for research projects, she has not yet started to use other digital reference resources with her students. After learning about more effective resources, she has plans to apply her knowledge to support her students through their Genius Hour projects.
Intervention
Nicole is motivated to change her approach to online research, but she is still feeling embarrassed about the principal instructing her to talk to the Teacher Librarian about more appropriate web-based resources. The Teacher-Librarian will need to take Nicole’s feelings into consideration and remember that “change process is an extremely personal experience and how it is perceived by the individual will strongly influence the outcome” (Loucks-Horsley, p. 3). It is important that the Teacher Librarian also discusses the positives about what Nicole was already doing, so that guidance provided is not perceived by Nicole as criticism. The Teacher Librarian can begin by inviting Nicole to meet with her to discuss her Genius Hour project and learn about the types of reference materials that Nicole may need to support her students through this project. In this conversation, the Teacher Librarian can discuss how search engines, such as Google, can be used to supplement research done on other databases and resources. Brophy & Bawden (2005), found that when comparing a library database to Google for research on a variety of topics “Google is superior for coverage and accessibility. Library systems are superior for quality of results. Precision is similar for both systems. Good coverage requires use of both, as both have many unique items (p. 498). It is important before they move forward in their collaboration, that Nicole knows that using Google with her students was not wrong but that the Teacher Librarian can help with resources that provide greater quality results.
As Nicole is confident with technology and open to the use of digital resources, the Teacher Librarian will be able to provide Nicole with numerous resources with minimal support navigating the online resources. The Teacher-Librarian should compile a list of reference resources and meet with Nicole to discuss the benefits of each one. If Nicole does not feel confident to begin her Genius Hour project with the resources, the Teacher Librarian can offer to co-teach the research process with Nicole by coming into her classroom and modeling research for Nicole’s students. The resources I recommend the Teacher Librarian model for Nicole and her students include World Book Online Kids, EBSCO Primary Explora, Britannica Kids, and DK Find Out. These digital databases offer reliable information on a large scope of topics that will be accessible to Nicole’s grade 4 students.
Results
Following mentorship from the TL as well as the TL modelling the use of the high-quality online reference resources, Nicole will likely progress to the consequences stage of concern and the refinement level of use. She will be able to assess her students’ skills in relation to online research and begin to consider how she can improve their digital literacy skills further.
Scenario 2: Julie
Experience & Situation
Julie is an experienced classroom teacher who has taught grade 2 for 18 years. Julie is confident in her curriculum knowledge and approach to instruction. While Julie has started to integrate technology into her classroom in recent years, she does not feel confident using technology and primarily uses the school iPads for surface-level integration of technology using apps such as Starfall and Epic. Julie understands the importance of student choice for learning and engagement. Whenever possible, she empowers her students to have the freedom to make choices in their learning. Recently, Julie asked the teacher librarian to gather non-fiction books for her class to use for students to research their own choice of rainforest animal. The Teacher Librarian explained that she was happy to gather all the non-fiction texts about rainforest animals available in the library, but that the physical library collection only had books about seven different rainforest animals. The Teacher Librarian noted that this selection may not allow students to have much choice in which animal they researched. The TL asked Julie whether she had considered allowing her students to research on a digital reference resource. Julie is aware of the divisional access she has to EBSCO and World Book Online, but has never used these resources with her students. She tells the TL that she is nervous to allow her students to do their research on web-based resources because she is concerned that the online resources won’t be at an appropriate reading level for her students, and because she isn’t sure if she would be able to help the students navigate digital resources if they encounter problems.
CBAM Stage of Concern
Julie is currently on the Personal stage of concern in regards to integrating online reference resources into her classroom. She is aware of the existence of two digital databases that she has access to through the division but is concerned about her ability to use them appropriately.
CBAM Levels of Use
Julie is on the non-use level of use as she does not have any intention to use digital reference resources in her project. While she is open to learning, she is not taking the initiative to learn more and would prefer for her students to use print-based resources for their research.
Intervention
I recommend that the Teacher-Librarian go through the stages of a reference interview, as described by Riedling (2019) with Julie: approachability, listening, interviewing, searching, and answering (p. 90).
1 – Approachability: Julie has already approached the TL who has been open to supporting Julie through the collection of resources
2 - Listening: Julie has shared with the TL that she wants books to support her students in their research on rainforest animals.
3 – Interviewing: The TL should ask Julie more open-ended questions about the project and the resources Julie wants to have a better understanding of the types of resources that may be effective.
4 – Searching: The TL should pull all the print-based resources she has available in the library that will meet Julie’s request. The TL should also extend her search past the print-based resources and onto digital resources to help Julie see the large amount of information accessible to her students on digital resources.
5 – Answering – The TL should meet with Julie to share about both the print and digital reference materials available through the library. The TL should ensure Julie knows that she can choose to follow through on her plans to complete the research project with print based resources only, or the TL can support her with using digital resources in order to provide her students with more choice in their research.
Loucks-Horsley (1996) explains “with all the demands on teachers, it is often the case that once their practice becomes routine, they never have the time and space to focus on whether and in what ways students are learning. This often requires some organizational priority setting, as well as stimulating interest and concern about specific student learning outcomes” (p. 1). Julie’s concern about her students being able to make choice in their research project by using only print materials, may stimulate Julie’s interest in exploring digital resources. The TL should recognize that though Julie may be open to exploring digital resources, it is important that she is supported through the process with guidance and modeling to prevent discouragement. The TL should reassure Julie that if she chooses to use digital reference resources for this project, the TL will be there to support her. Julie’s concerns are valid and must be addressed before beginning the project. Julie’s two primary concerns are her own ability to navigate digital resources, and her students’ ability to read the information available online. The table below provides suggestions on how the Teacher Librarian can address Julie’s concerns.
British Columbia Ministry of Education. (2002). Evaluating, Selecting, and Managing Learning Resources: A Guide. Canadian Cataloguing in Publication Data. http://web.fg.tp.edu.tw/~earth/vision/upfile/1_472fde3458a44.pdf
Brophy, J., & Bawden, D. (2005). Is google enough? comparison of an internet search engine with academic library resources. Aslib Proceedings, 57(6), 498-512. https://doi.org/10.1108/00012530510634235
Lalama, L. (2018, June 14). “Every student can learn, just not on the same day or in the same way.” The Montessori Message. https://montessorimessage.net/2018/06/14/every-student-can-learn-just-not-on-the-same-day-or-in-the-same-way/
Loucks-Horsley, S. (1992). The concerns based adoption model: A model for change in individuals. Retrieved March 7, 2023, from https://s3.wp.wsu.edu/uploads/sites/731/2015/07/CBAM-explanation.pdf
Riedling, A. M., PhD, & Houston, C. (2019). Reference Skills for the School Librarian: Tools and Tips, 4th Edition. Libraries Unlimited.
The leadership role TLs enter when they start working is slightly intimidating. We all come into the role brand new and we are looked at to take a mentorship role at the same time as we are learning the demands of the role itself. It's exciting yet slightly difficult to feel like you are being effective in your approach to collaborating with teachers.
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